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Using the TPACK Framework to Study a Sixth Grade Classroom with High Access to Technology PROCEEDINGS

, Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This is a qualitative study addressing the question: In what ways does an experienced middle school teacher use the TPACK framework in her classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between components of the model. This teacher’s class was particularly appropriate for this study because she was an experienced teacher who was selected by her school district to pilot a classroom with one computer for each student and many other technologies. This study applied the TPACK theoretical model to her classroom to help us better understand how the model is translated into reality. Evidence was found of the interplay between TPACK components. Recommendations were made regarding the need for additional cases to be used in professional development.

Citation

Wetzel, K. (2011). Using the TPACK Framework to Study a Sixth Grade Classroom with High Access to Technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3770-3780). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2018 from .

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